Relação família e escola de alunos com Transtorno do Espectro Autista matriculados no Ensino Fundamental I
Data
2021-05-31
Autores
Lizeo, Ligia Maria de Almeida [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa apresenta como objetivo geral: compreender e analisar como se constitui a relação entre a família do aluno com Transtorno do Espectro Autista (TEA) e a escola, no contexto dos anos iniciais do ensino fundamental. Com foco em discutir as concepções dos profissionais da educação e das famílias acerca do processo de inclusão, compreendendo se existe um trabalho colaborativo entre os envolvidos e as estratégias utilizadas para garantir as legislações referentes ao atendimento aos alunos público-alvo da Educação Especial, enfatizando o TEA. A pesquisa tem abordagem qualitativa e utiliza como procedimento metodológico o estudo de caso, sendo realizadas entrevistas semiestruturadas. Participaram, quatro gestores escolares, nove professores, sendo oito do ensino comum e um professor da sala de recursos, assim como dez famílias de alunos que apresentam transtorno do espectro autismo pertencente a uma diretoria de ensino localizada no interior do estado de São Paulo. Os dados foram agrupados por categorias e analisados, considerando as fases propostas por André e Ludke (1986). Como resultados, evidenciou-se a lacuna existente na formação do professor especializado, limitando seu conhecimento sobre a educação inclusiva e inviabilizando sua atuação como articulador na relação escola e família. No que diz respeito aos demais profissionais na escola observamos uma má compreensão sobre a instituição família, demonstrando em alguns momentos preconceitos que impedem um trabalho colaborativo mais efetivo entre ambas, mas houve avanços no conhecimento sobre a Educação Inclusiva e a deficiência estudada. Visualizamos que as famílias do presente estudo se articulam para garantir os direitos das legislações vigentes, e isso reflete nas relações existentes na escola. Nesse sentido, esta investigação pretendeu contribuir para as reflexões e discussões referentes à relação escola e família, trazendo à tona, pontos importantes que denotam a existência de parceria entre ambas com vistas ao pleno desenvolvimento das crianças com TEA.
The present study has as its general objective: to understand and analyze how the relationship between the student’s family with Autism Spectrum Disorder (ASD) and the school is constituted in the context of the initial years of elementary school. With a focus on discussing the conceptions of education professionals and families about the inclusion process, understanding whether there is collaborative work between those involved and the strategies used to ensure the legislation regarding the care of Target audience Students of Special Education, emphasizing the ASD. The research has a qualitative approach and uses the case study as a methodological procedure, with semi-structured interviews. Participated four school managers, nine teachers, eight from regular education and one teacher from the resource room, as well as ten families of students who have autism belonging to a teaching board located in the interior of the state of São Paulo. The data were grouped by category and analyzed, considering the phases proposed by André e Ludke (1986). As a result, the gap in the formation of the specialized teacher was highlighted, limiting its knowledge about inclusive education and making it impossible to act as an articulator in the school-family relationship. Regarding other professionals at school, we observed a misunderstanding about the family institution, demonstrating prejudices that sometimes prevent a collaborative work between them, but advances in knowledge about Inclusive Education and the studied disability. Just as we visualize that families have articulated themselves to guarantee the rights of the current legislation, which has impacted the relationships existing in school. In this sense, this research aims to contribute to the reflections and discussions regarding the school and family relationship, seeking that they perceive themselves as partners for the full development of the child with ASD.
The present study has as its general objective: to understand and analyze how the relationship between the student’s family with Autism Spectrum Disorder (ASD) and the school is constituted in the context of the initial years of elementary school. With a focus on discussing the conceptions of education professionals and families about the inclusion process, understanding whether there is collaborative work between those involved and the strategies used to ensure the legislation regarding the care of Target audience Students of Special Education, emphasizing the ASD. The research has a qualitative approach and uses the case study as a methodological procedure, with semi-structured interviews. Participated four school managers, nine teachers, eight from regular education and one teacher from the resource room, as well as ten families of students who have autism belonging to a teaching board located in the interior of the state of São Paulo. The data were grouped by category and analyzed, considering the phases proposed by André e Ludke (1986). As a result, the gap in the formation of the specialized teacher was highlighted, limiting its knowledge about inclusive education and making it impossible to act as an articulator in the school-family relationship. Regarding other professionals at school, we observed a misunderstanding about the family institution, demonstrating prejudices that sometimes prevent a collaborative work between them, but advances in knowledge about Inclusive Education and the studied disability. Just as we visualize that families have articulated themselves to guarantee the rights of the current legislation, which has impacted the relationships existing in school. In this sense, this research aims to contribute to the reflections and discussions regarding the school and family relationship, seeking that they perceive themselves as partners for the full development of the child with ASD.
Descrição
Palavras-chave
Educação inclusiva, Famílias, Transtorno do Espectro Autista, Educação especial, Trabalho colaborativo, Inclusive education, Families, Autism Spectrum Disorder, Special education, Collaborative work